Teaching Sequence

Work through this resource material in the following sequence:

10 minutes – Part A: Activating Prior Knowledge
10 minutes – Part B: Collecting Materials
15 minutes – Part C: Play and Discover
20 minutes – Part D: Making Artworks
5 minutes – Reflection

Part A: Activating Prior Knowledge

Step 1.

Explain to the class that in this lesson they will be making sculptures. If needed, explain that sculpture is 3D art. Sculpture comes in all shapes and sizes and can be made from any material the artist wants to make it from. If that class needs this concept put into context you may consider projecting the following clip of artworks from Sculpture by the Sea, encouraging students to note the materials they see:

Celebrating 20 Years at Sculpture by the Sea, Bondi (https://www.youtube.com/watch?time_continue=125&v=mRtHIGlEiHA)

Explain to the class that the sculpture that they make in this lesson will be made out of marker pens and also natural materials collected from the environment.

Step 2.

On the board, make three columns. Label the first column ‘natural materials’, the second ‘not sure’ and the third ‘not natural materials’.

Explain to the class that natural materials are things that you can find in a natural environment such as bushland or forests. Invite students to suggest things that might be considered natural materials. Record their responses in the ‘natural materials’ column. Their answers may include things like twigs, sticks, rocks, plants, animal fur, etc. Any answers that students are confused about, place in the ‘not sure’ columns.

Step 3.

Tell the class that marker pens are not natural materials and put them in the ‘not natural materials’ column. Invite students to suggest other things that might be considered not natural materials and record their responses. As before, any answers that students are confused about, put in the ‘not sure column’.

Step 4.

Invite students to consider how we can tell the difference between natural and not-natural materials. Invite students to identify similarities between the materials and objects listed in the ‘natural’ and ‘not natural’ columns. For example:

Many of the natural materials have irregular or organic shapes.
Many of the not natural objects are made out of non-living materials (like plastic or metal).
Many of the not natural materials have regular shapes.
All of the not natural materials are things that have been made by people.

This process may help to classify some of the objects in the ‘not sure’ column. As this happens, move them into the correct column.

There may be some objects that the students have suggested that are very hard to classify as they contain both natural and not natural materials, such as a great deal of our furniture. For these, you can discuss how they combine aspects of both categories.

Step 5.

Invite students to consider why they think it might be a problem if too many non-natural materials end up in the environment. Invite students to share their points of view, discussing that some non-natural materials need to be replaced regularly and are often thrown out.

You may need to help students to elaborate on their answers by asking further questions like:

Why might that be a problem?
Can you think of anything we can do to improve that situation?

Step 6.

Distribute the your marker pens evenly amongst the students. If you have connector pens you can use these.

Invite students to look closely at the marker pens. Explain that these pens are designed in ways that help us to make more sustainable choices. When pens run out of ink we can choose to:

Throw them in the bin;
Pull them apart and recycle the plastic parts; or
We can reuse them by joining them together to make art sculptures and useful objects.

Explain that in this lesson they will be reusing the pens to make artworks.

Part B: Collecting Materials

Step 1.

Explain to the class that soon they are going to go outside to collect some natural materials to use in making sculptures.

Remind students that they will need to be respectful in their choices of materials. For example, if they find a stick that has an insect of animal living under it, they should carefully replace it. Remind students that the school garden is there for everyone to enjoy so they should only collect plant material that has fallen off the plant and is lying on the ground (not picking flowers, etc.).

Encourage students to have another look at the list of ‘natural materials’ and point out the ones that are appropriate to collect (such as twigs, fallen leaves, and gumnuts) before leaving the classroom.

Select four students to carry the containers.

Step 2.

Invite students to move outside to an area where they are likely to find some natural materials to collect.

Put the containers on the ground and encourage students to begin collecting materials that might be interesting material for a sculpture and put them in the containers. Encourage students to choose a range of materials with different shapes, colours and textures.

Step 3.

When they have collected enough natural materials, invite your four previously selected students to pick up the containers to carry back into the classroom. Bring students back into the classroom and place the containers of natural materials on the front desk.

Part C: Play and Discover

Step 1.

Explain to students that in this activity the word ‘sculpture’ is used to describe an artistic representation of a functional object i.e. a creative example of something that you could use. Students may choose to make any kind of functional object, such as a vase, small chair or stool, a picture or mirror frame, a piece of jewellery or other wearable items, or any other kind of three-dimensional functional object.

As you explain, check that students understand the following vocabulary:

Three-dimensional (or 3D) - an object that has three dimensions (length, depth and breadth).
Two-dimensional (or 2D) - a flat shape that has two dimensions (length and breadth).
Abstract - an artwork that doesn’t try to copy the way something looks. Instead, abstract artworks use shapes, colours, forms, textures and marks to create visual effects.

Step 2.

Either project or hand out the Inspiration Image to get the students’ imaginations going.

If your students have connector pens, encourage students to play with the pens by discovering all the ways they can connect them together. Explain that we are not building the sculptures yet - This is an opportunity to play with the materials and to learn how they work.

Step 3.

Distribute the Connecting Connector Pens worksheet. explaining to the class that this is a good place to start for ideas. Students could work individually, in small groups or as a class (depending on the quantity of materials you have):

For students using connector pens - Encourage students to play with the pens by discovering all the ways they can connect them together using the worksheet as inspiration. Students may even discover new ways to connect the pens.
For students not using connector pens - Encourage students to replicate the shapes presented on the worksheet using Blu tack, rubber bands or sticky tape to connect the pens. Alternatively, students could lay the pens on the desk in the shapes presented on the worksheet.

Invite students to add their own discoveries to the worksheet. Encourage students to share their findings with their peers.

Remind students that there is no right or wrong way to join their pens.

Step 4.

Help students to identify and name the shapes that they construct. Can students find a way to create the following patterns and shapes with their pens:

Straight lines and zig-zag lines? These could be made by staggering the pens.
Curved lines? If you have connector pens these can be made by joining only the pen lids side by side.
Closed shapes like triangles, squares, pentagons and hexagons? These can be made by connecting pens at different angles.

Step 5.

Now, encourage students to select items from your collection of natural materials. Invite them to experiment with ways to connect the pens to these objects.

If needed, prompt students with the following questions as they experiment:

Will they clip on?
Can it clip in between pens?
Do you need to cut a hole to stick the pen through?
Will you need to use Blu tack to attach it?

Invite students to start thinking about the sculpture they would like to make. It is likely that they will begin to form ideas as they experiment with the materials. You may choose to allow students to sketch up some early concepts at this stage.

If there is one sculpture idea that many or all students are particularly inspired by, you could consider working as a class to design, construct and photograph this sculpture, which can then be entered into the faber-castell competition as a class submission.

Part D: Making Artworks

Step 1.

Invite students to form pairs to share their early ideas for their sculptures, reminding them that it should be a functional object. Encourage students to take turns to describe what they want to make and how they plan to make it.

Encourage students to give each other feedback using ‘2 Stars and a Wish’. Explain that the 2 Stars are two things that you really like about someone’s idea (e.g. 1: I think a bird sculpture is a great idea. 2: I think it’s really clever how you are going to attach the wings). Explain that the Wish is something that you would like to see in the idea (e.g. Maybe you could attach leaves to look like tail feathers).

If working as a class, you could conduct this activity as a class discussion or brainstorm by inviting students to think about the best parts of the class design and how they think if could be further improved. Alternatively, you could create a table on the board with two columns, adding the heading 'Stars' column and 'Wish' to the other. Students could add their ideas to the board, which could then stimulate discussion around design and construction ideas.

If anyone is stuck for an idea, invite them to look at the Inspiration Image again. Encourage students to continue playing with the pens and natural materials. Assure them that a sculpture doesn’t need to look like something from the real world - it can also be abstract.

Consider replaying the Celebrating 20 Years at Sculpture by the Sea, Bondi, or a similar sculpture slideshow, at a reduced speed and on mute in the background as students plan their work for inspiration.

Step 2.

Now, give students time to create their sculptures. Be sure to check in with students as they work - they may need an extra set of hands to hold something in place while they attach it. Encourage students to ask each other for help if they need it and to work collaboratively.

You may choose to remind students that they can also use the working marker pens or connector pens to draw on their sculptures.

Students who finish early can work collaboratively to draw a backdrop for the sculptures (see Extension below).

Encourage students to write their name on a label and decorate it with coloured pens. You can include this in the photograph so that you know whose sculpture it is.

Step 3.

Invite students to raise their hands when they have finished their sculpture. If your students have made a backdrop, invite them one at a time to bring their sculpture to the backdrop and photograph it. Otherwise, you can photograph the sculpture at their desk.

If the sculpture is fragile, students might need to hold it - don’t worry if their hands are in the photo. Encourage them to think about how they can demonstrate the function of their sculpture in the photograph (i.e. how it would be used). For example, if students have made a piece of jewellery or other wearable artwork, photograph them wearing it (being mindful of photo permissions).

If students have worked individually on their own sculptures, you may want to also take a photo of the whole class together with their sculptures for your own records before students pack up.

Reflection

Step 1.

Encourage students to set up their sculptures on their desks. Invite them to walk around the room to look at everybody’s work. Remind students that we are only looking with their eyes, not touching.

Invite students to return to their desks and reflect on the activity by sharing their thoughts with the class. Ask them questions like:

What was your favourite part of the activity?
What was it that you enjoyed about it?
If you were going to make your sculpture again, what would you do differently?

Step 2.

Finally, you could consider working with students to think of a way to share student sculptures with the school community. For example, could your photos:

Be included in a newsletter;
Printed and used in a book;
Presented at assembly;
Printed and displayed, like in a gallery; or
Uploaded to a class or school blog?

Consider working with students to design and complete your display or presentation. This is also an opportunity to celebrate the great work and creativity of your students.

Differentiated Learning

Extension: If any students finish making their sculptures early, they can work collaboratively to create a backdrop to photograph the sculptures against. Explain that the backdrop will be like a stage for their creations (e.g. a landscape, a seascape, outer space, etc.).

On A3 paper, invite students to draw and colour in the backdrop with marker pens. Blu tack the backdrop to a wall with a desk directly underneath it to put the sculptures on. Students can also draw and cut out props (like trees, stars, and birds), and blu tack them to the backdrop.

Provisions for Learning Support: If a student is unable to work with the pens to make a sculpture, or becomes overly frustrated by the process, encourage them to make a drawing on paper instead. This drawing could even be used as part of the backdrop in the other students' photos.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Creative Sustainability - Mixed Media Sculpture Challenge

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